The resources for this week’s task were extremely thought provoking. From film to text, lived experiences, to terminology, it took days for me to digest, examine and reflect on everything.

LISTEN

The Film on the artist Christine Sun Kim, was a truly fascinating, and beautiful window into her mind and how she operates within the world. She very powerfully interrogates the ownership of sound and being partially deaf, she ‘reclaims sound as my property’ by creating new narratives for everyday sounds that she does not have access to. She invites us to listen with our eyes not just her ears, as she must. This reclamation was so compelling and innovative. It certainly made me confront the fact that I do not always appreciate/or pay attention to my abilities, I can take for granted many things about my body because the world is built for people like me. More importantly though, through her work it highlighted that in diversity, in uniqueness, there is power- there must be space for different perspectives. As an artist she harnesses her unique perspective on the world, the responsibility of her creative practice, and power to reach a larger audience- amplifying marginalised voices. In her video she uses sign language, and there are also subtitles. As teachers we must also create inclusive content. We must be accommodating, we must adapt to every students’ different needs individually and anticipate requirements, and we must amplify all students’ voices. We have the responsibility in our roles to create a fluid, student-centered space, where we listen.

PAY MORE ATTENTION

I then went onto read ‘Confronting the Whitewashing Of Disability: Interview with #DisabilityTooWhite Creator Vilissa Thompson’ where she addresses the lack of representation and narrative of disabled people in popular culture, let alone people of colour living with disabilities. She highlights that even when efforts are made for representation, they are still from a normative gaze. Her words re-enforced that all oppression is interconnected (intersectionality), and the immediate need for diversification in disability. This confronted my need to pay more attention, I was initially shocked to learn that non-disabled people play these few and far between roles afforded to them- but then why am I really shocked with the state of the world being as it is?

‘So I think that when it comes to the media, the media has to do a better job at highlighting better portrayals of disabled actors and actresses to really be visible and have those roles; to be creative enough to write shows, screenplays, and movies; and to give them the space, financial support, and backing to tell our stories our way. There’s a lot of room there for representation of disabled people of color in the media to be more present, to demystify what it means to be of color and disabled.’

This lead to me to thinking about disability in the performance sector (as I teach as a technician on the Performance for fashion course) and my need to familiarise myself with, and pay more attention to amplifying all voices.  From my experience this subject not readily explored by students, and I am unsure if this is even a topic that is given consideration in the performance curriculum. I intend to find out more about this. I came across some interesting resources that champion disability within the arts and performance sector:

Shape Arts https://www.shapearts.org.uk/

Carosel https://carousel.org.uk/

Access all areas http://www.accessallareastheatre.org/aaaproductions

Birds of paradise https://www.boptheatre.co.uk/our-productions/

I’m really looking forward to attending a production as soon as they re-open.

THE INVISIBLE/NON APPARENT

Reading ‘Deaf Accessibility for Spoonies: Lessons from Touring Eve and Mary are Having Coffee while chronically ill’ by Khairani Barokka was harrowing. Khairani lives in pain, but is failed by a society that does not believe her because her chronic pain is not visible. She also shines a light on the pressures that people put themselves under as an under-represented minority. You never really know what anyone is dealing with invisibly, so its our job as teachers to model empathy and respect for everyone, and by doing so we create a more supportive environment.

I also read the article on SoN about invisible disabilities. I was shocked to read the case study of a member of staff who was also a student struggle with Visual Stress, have it identified by the University, but because it did not fall into a particular category or tick the right box, no further help could be given. As a technician I regularly check in with students and signpost them to the help the university can offer. This made me wonder, how many other students have had this happen to them? It is not helpful or inclusive if you don’t fit in the right box, not everyone fits in pre-prescribed boxes. As technicians we also often get missed out in the communication loop for adjustments to learning and therefore are not always privy to helpful information which could help identify any barriers to learning or explain behaviours in class. At the start of each year I am going to take ownership for asking for this information.

Also, I genuinely did not realise that living with a chronic condition like IBS came under an invisible disability. I have been living with it all my life.

RADICAL MODEL

I really enjoyed actually having time to read some of the SoN publication, I have wanted to engage with these resources for so long but I find it really hard to find the time, peace and quiet to read (I also find it difficult to read on a screen).

 I was familiar with the ‘Social Model of Disability’ but had not yet encountered the ‘Radical Model’ which does not distinguish between impairment and disability and moves away from ideas of normative bodies and minds. This model shifts its attention from Disability Rights to Disability Justice, highlighting that difference is a natural and necessary part of human diversity. This model also clarifies that disability is not only a social construction, but a political one.

This got me thinking about language and stereotypes. To disable is to prevent/discourage/put out of action. And with society’s normative gaze it is exactly what it does to anyone who does not fit this gaze. As a society we need to shift away from this damaging existence for people. Laree Carnes coined the phrase ‘Creatively-able’ in 2004 after becoming disabled after an illness. Khairani Baroka forms disability (disabled) as the opposite to enabled, as opposed to unable. Language needs to change and be understood, stereotypes re-claimed or dissolved. SoNs publication of key terms helps with this need. There are so many great resources the university has to offer, and often as staff, we do not get the time to sit down and read these important pieces of work. I am so grateful to have the opportunity to have dedicated space and time out for this work.

https://www.huffpost.com/entry/confronting-the-whitewash_b_10574994?guccounter=1

https://www.researchgate.net/publication/317901556_Deaf-accessibility_for_spoonies_lessons_from_touring_Eve_and_Mary_Are_Having_Coffee_while_chronically_ill

https://issuu.com/shadesofnoir/docs/disabled_peoplehttps://shadesofnoir.org.uk/journals/content/invisible-disabilities-and-impairments-student-experience